〔Objective〕To validate a causal model related to self-regulated learning （SRL）, social skills, and a sense of adaptation to training for the purpose of receiving recommendations for educational intervention during clinical training.

〔Method〕Distributed written questionnaires to 1,485 third and fourth-year students at nursing universities and junior colleges across the country, using postal mail or online surveys as the method of collection. The method of analysis was validation using structural formula modeling.

〔Results〕Results from 447 responses eligible for analysis indicated that SRL had a positive impact on the “sense of adaptation to training” and that the path from “social skills” to “sense of adaptation to training” was insignificant. Furthermore, results indicated a correlation between SRL and “social skills”. Model compatibility was RMSEA = .040，CFI = .931，TLI = .929.

〔Conclusions〕It was indicated that the “sense of adaptation to training” was easy to obtain by promoting motivation and self-reflection during clinical training. Instructors inducing students to talk about the progress and comprehension of training, and promoting corrections towards the effective utilization of learning strategies demonstrated the potential for refining student meta-recognition and improving student capacity for self-regulated learning.

〔Objective〕This study aimed to clarify the components of resilience of nursing teachers with less than six years of teaching experience in a nursing schools and to obtain suggestions for preventing a reduction in the resilience and continuing in their profession.

〔Method〕Semi-structured interviews were conducted with nine teachers with less than six years of teaching experience in a nursing school. Data collection and qualitative descriptive analysis were performed.

〔Results〕Nine categories were identified as components of resilience in nursing teachers including “Self-awareness as a nurse and as a teacher”, “Sharing of nursing and educational perspectives among educators”, “Determination to face students”, “Exploring and deepening the core concepts of nursing education”, “Questioning the current situation and participating in improving issues” and “Request for Support and understanding of support system”.

〔Conclusions〕The study suggested the importance of the following for preventing a reduction in the resilience of nursing teachers and for continuing in their profession. These include nursing teachers being aware that they are in a period of professional identity reconstruction, deepening of the educational perspective through trial-and-error educational activities and acting on their beliefs, and the affiliated organization presenting a student-centered educational model and developing a system to provide support when needed.

〔Objective〕This study aims to identify the effects of synchronous collaborative online international learning （COIL） in practicum in multidisciplinary team health care on nursing, physical therapy, and occupational therapy students’ understanding of others and their cross-cultural understanding.

〔Method〕 Participants were 87 fourth-year students from University A. A comparative analysis of scores on the Beliefs, Events, and Values Inventory （BEVI） before and after a synchronous COIL with Korean students and a qualitative analysis of their descriptive data on understanding others and cross-cultural understanding were conducted.

〔Results〕Scores on three scales of BEVI related to understanding others and cross-cultural understanding increased by five points. Through qualitative descriptive analysis, five categories of learning related to understanding others and cross-cultural understanding were extracted, including 〈tolerance for different cultures and values〉and〈cross-cultural understanding is an opportunity to change myself〉.

〔Conclusions〕Synchronous COIL in practicum in multidisciplinary team health care has a positive impact on non-cognitive abilities related to understanding others and cross-cultural understanding. This result suggests that the program can be an effective educational method to promote understanding others and cross-cultural understanding by considering the setting and duration of cross-cultural experiences.